M-F: 11:13-12:02
The student will master the writing process, including strategies for invention, organization, revision, and editing. The student will develop critical skills in reading, thinking and writing. Writing assignments will emphasize analysis and argument and the student will master research writing and documentation. All formal essays will require research. AAS: Communications elective.
Course Alignment
General Education Outcomes are the knowledge, skills, abilities, attitudes, and behaviors that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services, both inside and outside of the classroom. The General Education Outcomes specifically learned in this course are:
- Communication
- Critical Thinking
- Responsibility
General Education Outcomes:
General Education Outcomes are the knowledge, skills, abilities, attitudes, and behaviors that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services, both inside and outside of the classroom. The General Education Outcomes specifically learned in this course are:
- Communication
Faculty Contact Information
9:50-10:20
joe.niezgoda@grantparkdragons.org
Course Information
At the end of this course, students will be able to:
- Use invention, drafting, revising, and editing strategies to write academic papers
- Write claims that are appropriate for assignment requirements
- Effectively organize paragraphs to suit the rhetorical situation
- Support claims and generalizations with adequate and relevant details, examples, explanation, and evidence
- Analyze and evaluate the use of rhetorical appeals in a variety of nonfiction texts
- Apply the principles of rhetoric in student writing assignments
- Correctly integrate and document outside sources through signal phrases, parenthetical citations, and a works cited page
- Apply self- and peer- review strategies for revision and improvement
- Create and share a multimodal project
- Utilize standard grammar, spelling, and mechanics for clarity, tone, and style
- Rhetoric: Style, strategies, devices, tools, and appeals; relationship to audience
- Research: Credibility, integration, citation and documentation, research as inquiry, types of sources, role of research librarian
- Composition: Focus, coherence, development, grammar, spelling, and punctuation, introductions, body paragraphs, and conclusions
- Reading: Engagement with texts: annotation, outlining, vocabulary; critical analysis of texts including non-fiction, academic writing
- Criticality: Intellectual empathy, originality in thought, context of social and cultural contexts, diverse viewpoints
- Multimodality: Integration of visual, textual, and oral elements; methods of engaging audience; rhetorical awareness
Textbook, Resources, and Materials:
Kennedy, Mary Lynch, and William J. Kennedy. Writing in the Disciplines: a Reader and Rhetoric for Academic Writers. Pearson, 2012.
Additionally, students will be expected to read/watch any instructional materials that the instructor provides in Canvas or on paper throughout the semester. Students will need access to a microphone to record themselves for at least one assignment. Some students will likely have a built-in microphone within their own computers. You don’t need an expensive mic, but it does need to record your voice in a way that is clear and audible.
Methods of Evaluation:
Students will be both formatively and summatively assessed throughout this course.
Formative assessments will be calculated as 30% of a student’s overall grade. These formative assessments may include shorter written responses, discussion board posts and responses, brief rhetorical analyses, and checkpoints throughout the writing process.
Summative assessments will be calculated as 70% of a student’s overall grade. These summative assessments will include the three major writing assignments and the multi-modal project described in “Course Writing Assignments for English I.”
Course Writing Assignments for English I: ENGL 1613
Students will complete, at minimum, 3 major writing assignments and a multimodal project. This will help hone skills of observing, reflecting, making and supporting claims, and finding research for evidence/support. Source material should not overwhelm the student’s own voice.
- Rhetorical Analysis: 2-4 sources, 4+ pages
- Argument: 4-6 sources, 6+ pages
- Synthesis-based Annotated Bibliography: 6-8 sources, 5+ pages
- A multimodal project
Assignments may be given in any order.
Liberal Arts & Sciences
Dean, Jennifer Huggins; 815-802-8484; R310; jhuggins@kcc.edu; Division Office- W102; 815-802-8700
Course Policies:
Academic Honesty
Students are expected to do their own original work in this class. From brainstorming ideas and reading assigned texts to communicating their ideas in their own words—all work students do in the process of completing assignments must be their own. Cheating, plagiarism, misrepresentation, fabrication, AI usage, et cetera, are all forms of academic dishonesty and they will not be tolerated in this class.
Cheating
Cheating can take many forms in a classroom: copying or using another student’s work, working in groups on individual assignments (whether openly or in secret), sharing or stealing answers for tests or assignments (either from a classmate or online or in a text), adjusting format to make papers appear longer, using AI to develop part or all of an assignment, making up sources, etc. No form of cheating is acceptable in this course. If the instructor determines cheating has occurred, the student may receive zero points on the assignment or receive a failing grade for the class with no opportunity for the student to withdraw.
Plagiarism
Plagiarism is defined in KCC’s Code of Conduct: “Taking, reproducing, and/or using as one’s own, without proper attribution, the ideas, writings, paraphrases, data, reports, graphic designs, or computer codes of published or unpublished work of another person in completing an academic assignment. Prohibited conduct may also include the unauthorized submission for credit of academic work that has been submitted for credit in another course.”
Plagiarism includes but is not limited to:
- submitting someone else’s paper
- using published material, including materials published online, without proper attribution
- using AI software or tools (such as Grammarly, Quillbot, ChatGPT, etc.) for homework, quizzes, tests, papers, or any assignment
- paraphrasing or quoting someone without in-text attribution even if the source is included on the “Works Cited” page
- improperly paraphrasing (sometimes referred to as “synonym swapping”)
- working with someone (without my permission) to write your paper and presenting it as your own
- submitting a paper you have previously submitted for another class
If you are in doubt, ask me or visit the Writing Studio in person or online.
No form of academic dishonesty is acceptable. Cheating, plagiarizing, misrepresentation, and/or fabrication on any assignment in this class will have consequences and will be assessed on a case-by-case basis. The severity of consequence (from automatic failure on the assignment to failure in the class with no opportunity to withdraw) depends on the instructor’s judgment of severity and intentionality. The violation of this course policy will be reported to the Director of Student Success. Repeated instances of academic misconduct may result in suspension from the institution.
A Note on AI
The use of generative AI at any stage of your writing process is not allowed in this class unless directly assigned by the instructor. Any unauthorized use of AI to aid in your writing will result in zero points on the assignment and possible failure in the class without the opportunity to withdraw. The unauthorized use of AI will also be reported to the office of Student Affairs as such use of AI is Academic Misconduct.
Generative AI includes the use of programs such as Grammarly, ChatGPT, Claude, Quillbot, Microsoft Co-Pilot, and any other such programs. While you may have used some of these programs in past or even current classes, they are not allowed in this class unless specifically assigned by the instructor.
All of the assignments submitted in this course are reviewed by a plagiarism and AI detector. Please note this means all writing is reviewed (e.g. discussion forum posts, quiz answers, papers) and subject to the policies included in the Academic Honesty Policy for the course.
If a submission is identified as AI generated, the instructor may require the student to redo the assignment and complete an additional assignment to demonstrate understanding. All consequences detailed in the Academic Honesty Policy, plagiarism section, are in effect for AI usage.
While the temptation may be great to use AI to generate topics, organize your ideas, revise your work, or even write your entire assignment, this type of use defeats the purpose of this course – which is to teach you how to think, analyze, organize, apply, and create on your own.
Classroom Code of Conduct:
The classroom environment will be one of learning, creativity, intellectual risk-taking, and respect. The following expectations will allow that to happen.
- Be PROMPT: Arrive to class on time.
- Be POLITE: Respect others. Respect yourself. Respect the learning environment.
- Be PREPARED: Come to class with the necessary materials every day (texts, charged Chromebook, pencil, paper, etc.), and be ready to learn.
- Be PRODUCTIVE: Your intelligence and time are valuable--use class time effectively.
Absences
It is the expectation that all work assigned during an absence be completed in accordance with the Make-Up Work policy on page 13 of the Parent-Student Handbook. Most assignments will be available via Canvas and/or the Google Classroom page for the course.
Late Work
Late work will not be accepted for this course per KCC guidelines. Assignments not
turned in on or before the specified due date/time will receive a score of zero.
Course Calendar
The following is a schedule to outline the scope and direction of the course. Not all assignments may be listed on this calendar, though all major ones are. Any changes will be announced in class.
Course Introduction and Module 1: The Annotated Bibliography
Week 1
8/17-8/21: Course overview. Introduce the AnnBib assignment and grading rubric. Discuss appropriately narrowed research questions and the Topic Proposal assignment.
Homework:
- Review the AnnBib examples available in Canvas.
- Brainstorm suitable topics and conduct preliminary research to see if selected topics are viable.
- Post your topic proposal in the appropriate discussion board by 11:59 PM on Wednesday, 8/19.
- Reply to at least 2 peers’ discussion posts by 11:59 PM on Friday, 8/21.
Week 2
8/24-8/28
Homework:
- Watch each of the 4 videos on writing an AnnBib, completing the embedded quizzes as you go. Completion of all 4 video quizzes is due by 11:59 PM on Friday, 8/28.
Week 3
8/31-9/4: Review library databases and best practices with research—with a librarian. Note how to find authors’ credentials. Time in class to research! (Bring a typed or neatly written copy of your research question so the librarian and instructor can help you if you get stuck in your research.)
Homework:
- Find all 6 sources for your AnnBib (save the links and/or pdf files so you can access them quickly and easily in class on Monday, 9/8 – print them off if you would like).
Week 4
9/8-9/11: Bring your 6 selected articles to class (whether electronically or in print) and map out the connections between the different sources. Review best practices of source incorporation (summarizing, paraphrasing, quoting, the quote sandwich, signal phrases, etc.).
Homework:
- Students share two complete annotation entries in the appropriate discussion board by 11:59 PM on Wednesday, 9/11.
- Review and respond to at least 2 peers’ partial AnnBib drafts by 11:59 PM on Friday, 9/11.
Week 5
9/14-9/18: Participate in revision workshops on the different parts of the AnnBib (bring a complete draft of all 6 annotations to class).
Homework:
- Revise and polish your AnnBib so it’s ready to be submitted for grading. (Consider taking it to the KCC Writing Studio for feedback through the Online Writing Studio in Canvas; see http://www.kcc.edu/students/helpful/tutoring/Pages/writingstudio.aspx for more details.)
- Submit your final AnnBib in the assignment’s Canvas dropbox by 11:59 PM on Friday 9/18.
Module 2: The Academic Argument Paper
Week 6
9/21-9/25: Introduce the Academic Argument Paper assignment. Review thesis-based synthesis arguments requirements. Claims, reasons, and assumptions. Developing a thesis statement.
Assignments/Assessments:
- Read pages 103-105 in the excerpt from Writing in the Disciplines: a Reader for Writers. 4th ed.
- Read and annotate pages 367-379 in the excerpt from Everything’s an Argument, 6th ed. for class discussion.
- Academic argument evaluation/revision activity on pages 379-382 questions 1 and 3.
- Post your proposed thesis statement in the appropriate discussion board by 11:59 PM on Thursday, 9/24.
- Reply to at least 2 peers’ discussion posts with thoughtful, critical, and respectful feedback by 11:59 PM on Friday, 9/25.
Week 7
9/28-10/2: Discuss paper development: using the thesis to create an outline, using the outline to draft topic sentences and transitions, fleshing out the outline using 3Es and other information, etc.
Homework:
- Begin drafting your argument paper.
- Review the instructional materials on writing solid introductions and conclusions to academic papers.
Week 8
10/5-10/9: Discuss appealing to the opposition: intellectual empathy, qualifiers, and academic tone. Introduction to fallacies—identifying and avoiding them. Review UYA Worksheet.
Homework:
- Submit your completed UYA worksheet in its Canvas dropbox by 11:59 PM on Thursday, 10/8.
- Continue writing your paper. A complete draft of your paper will be due in class on Tuesday, 10/14.
Week 9
10/13-10/16: Peer review on complete argument paper drafts in class (have a printed copy ready before class begins to share with peers).
Assignments/Assessments:
- Revise and polish your argument paper so it’s ready to be submitted for grading.
- Submit your final argument paper in the assignment’s Canvas dropbox by 11:59 PM on Thursday, 10/14.
Module 3: The Rhetorical Analysis Paper
Week 10
10/19-10/23: Intro to rhetorical situation, appeals, and analysis. Intro to the RA Paper assignment. Discuss rhetorical strategies, devices, and tools in presentations.
Assignments/Assessments:
- Read and annotate pages 90-93 in the excerpt from Everything’s an Argument, 6th ed.
- Read and annotate pages 26-27 in the excerpt from Writing in the Disciplines: a Reader for Writers. 4th ed. (rhetorical context and rhetorical purpose)
- Read and annotate pages 94-104 in the excerpt from Everything’s an Argument, 6th ed. focusing on rhetorical appeals.
- Read and annotate pages 39-43 in the excerpt from The Rhetoric of Rhetoric: A Quest for Effective Communication (judging rhetoric).
- Select a video presentation and begin to analyze its rhetoric.
- Develop a thesis statement and outline (due in class on Monday, 10/26).
Week 11
10/26-10/30: Your RA paper outline with thesis statement is due by the beginning of class (bring a printed copy). Discuss organization, topic sentences, and transitions. Also discuss finding relevant research and appropriately citing sources.
Homework:
- Begin writing your RA paper. Note that at least 2 body paragraphs with research (appropriately cited both in-text and in works cited entries) are due by the beginning of class on Monday, 11/2).
Week 12
11/2-11/6: Workshop in class on 2 RA paper body paragraphs with research (which means you also need in-text citations and “Works Cited” entries for any sources used).
Assignments/Assessments:
- Finish writing your RA paper. Note that a complete draft of your paper is due in class on Monday, 11/9.
Week 13
11/9-11/13: Peer review on complete RA paper drafts in class (have a printed copy ready before class begins to share with peers).
Assignments/Assessments:
- Revise and polish your RA paper so it is ready to be submitted for grading.
- Submit your final RA paper in the assignment’s Canvas dropbox by 11:59 PM on Friday, 11/13.
Module 4: The Multimodal Presentation
Week 14
11/16-11/20: Introduce the multimodal presentation assignment. Discuss designing presentation slides and smart presentation strategies (like methods for engaging an audience), reflecting on the lessons learned while rhetorically analyzing others’ presentations.
Homework:
- Brainstorm a topic to present on to the class and begin researching it.
- Draft a presentation outline for yourself and begin designing your presentation slides (due in class for peer review on Monday, 11/30).
Week 15
11/30-12/4: A draft of your presentation slides are due for peer review (open the file on a computer for viewing).
Homework:
- Consider writing a transcript for yourself to follow as you record your presentation.
- Record your presentation using VidGrid.
- Post the link to your presentation video in the appropriate Canvas dropbox and discussion board by 11:59 PM on Friday, 12/4.
Week 16
12/7-12/10: Final class-wide discussion on the course. Begin to watch and respond to student presentations during class (bring headphones or earbuds to listen privately).
Homework:
- Reply to at least 2 peers’ presentations in the Canvas discussion board by 11:59 PM on Wednesday, 12/10. This is the last mandatory assignment due in this class.
- Any and all assignment revisions are due in the assignments’ original Canvas dropbox by 11:59 PM on Wednesday, 12/10 as well.
College Policies, Resources and Supports
For information related to the Student Code of Conduct Policy, Withdrawal Policy, Email Policy, and Non- Attendance/Non-Participation Policy, please review the college’s Code of Campus Affairs and Regulations webpage, which can be found at catalog.kcc.edu under the Academic Regulations & Conduct Guide.
KCC offers various academic and personal resources for all students. Many services are offered virtually, as well as in person. Please visit Student Resources - Kankakee Community College to access student resources services such as:
- Clubs and organizations
- Counseling and referral services
- Office of disability services
- Student complaint policy
- Transfer services
- Tutoring services, etc.
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further information regarding KCC's copyright policy is available at https://kcc.libguides.com/copyright.
|Course syllabus/calendar is subject to change.